Academic Early Alert

Academic Early Alert

Program

The MCCCD Maxient student conduct software supports Estrella Mountain’s long-standing academic early alert program. EMCC continues to provide faculty an opportunity to recognize students needing additional support. A cross functional support effort is employed including both academic and student services. Appropriately identified campus Deans will also access the system and serve as additional communicating agents.

[*If the behavior displayed by a student disrupts the learning environment, please access the Maxient student disruption/code-of-conduct referral system.

disruptive student report

The “Maxient” student disruption/code-of-conduct referral system is designed to better assist college personnel in identifying and addressing the needs of students exhibiting disruptive behavior in the classroom or in a service area. Code-of-conduct referrals include categories related to: academic misconduct, cheating, plagiarism, acts of dishonesty, obstruction (i.e., teaching, research, administration), abuse/threatening behavior, disorderly conduct, irresponsible social conduct, and violation of college rules among others.]

Faculty Referrals 

Instructors who observe a pattern of student behavior that may endanger a student's success are encouraged to provide an early alert notice - preferably in the first few weeks of the semester. Instructors can recommend a student for intervention anytime throughout the semester. However, the more timely the referral, and more complete the information provided, the greater the opportunity to help a student avoid a potentially unsuccessful outcome. Two separate early alert reporting forms are available for faculty referring single or multiple students.

Reporting form (single student)

Reporting form (multiple students)

Referral Categories 

  • Grade Concern (student exhibits less than satisfactory academic performance - i.e., 75% or lower)
  • Late/Missing Assignments (student assignments are frequently late or not submitted)
  • Consistent Tardiness (student consistently tardy ten or more minutes)
  • Excessive Absences (student missed two consecutive classes and/or consistently absent)
  • Advisement Referral (student appears overwhelmed with overall course load and/or course rigor)
  • Personal Issue* (student has experienced personal crisis (i.e. family, work, health, etc.)

Faculty Initial Contact 

Instructors are required to make an initial contact with a student prior to filing an early alert.

  • Personally addressed student before, during or after class about this issue
  • Personally recommended student schedule appointment during instructor's scheduled office hours
  • Personally recommended student seek college academic advisement services
  • Personally recommended student seek tutoring with campus learning support services
  • Personally recommended student seek college counseling services
  • Previous academic alert has already been filed
  • Other (please describe in box below)Referring instructors are asked to identify steps taken to contact student

Referring instructors are provided the option for a copy of the report, and may also request additional information regarding actions or intervention.

Program Actions

All referred students will be notified (i.e., email, telephone, etc.) at time of referral and provided the appropriate support service contact instructions. Referrals are accessible to the appropriate campus support service professional (i.e., tutors, counselors, advisors, etc.) who can provide timely student interaction leading to support.

Once contacted, students receive the appropriate actions deemed necessary to help improve the likelihood of academic and personal success. All follow-up actions are recorded and notification continues until process is completed. 

Overall success rates (based on student contact, behavior change, and semester GPA) vary depending on individual academic course and individual events.

The College’s efforts in making personal student contacts support national (best practice) efforts for improving student engagement through interactive institutional methods.